In our final weeks of class in Educational Technology 204, students had the opportunity to observe the skills analyzed in class and readings to discuss in their lesson assignments. Students were expected to implement technologies learned throughout the year to a secondary school student with an IEP form, post their last blog entries, as well as, learn about digital inequity that occurs within the educational system. In class, this past week students proposed appropriate technology equipment, which assessed the technology placed in the classroom environment and its usefulness. ![]() IEP ASSIGNMENTS As an extension to commercialized technology allocated in the classroom for students with IEP forms, Dr. Ikpeze allowed students to create a plan with technology aimed to meet each goal of students’ assigned IEP student. Moreover, she wanted students to relate their technology tools aligning with the ISTE standards for students. With this, students used their knowledge and skills to research and implement technologies that would best serve the physical, social, and emotional needs of our IEP students. The class created Google Docs to illustrate their solutions for providing technologies for students with disabilities by incorporating pictures, highlighted text, and standards that could benefit an educator in the classroom. This connects to ISTE-Teacher standards 2A and B: Design and Develop Digital-Age Learning Experiences and Assessments because Dr. Ikpeze sets the course of learning in students hands. Students were able to compose varying formats to present their technologies used for their IEP students as long as the format incorporated a summary of the student’s present levels, the technology used, and its connection to ISTE-Student standards. We were able to research technologies analyzed throughout the year that we were interested in and felt were appropriate to fit the need of our students. Furthermore, the assignment aided students comprehension in designing an IEP technology plan for a student with disabilities to fit their learning goals. One way that I can implement this idea in my classroom is by designing a personal IEP format for my student that I could implement in the classroom for him or her. Having a personal IEP plan that is accustomed to my conventionality and easier for me to comprehend will benefit the support that I can provide to different students in my classroom. Furthermore, designing my IEP format, I can note the changes in student’s behavior that I can report in meetings and when collaborating with staff members. When planning IEPs for students, I will be more knowledgeable and equipped with the skills to design plans that can support students with disabilities in the educational setting. ![]() WEEBLY Blogs In the concluding week, students completed their final touches on their blog websites on their knowledge and understanding from being in the technology course. At the start of the course, students were expected to design and write a blog website to share their learning with others. We had the opportunity to make the site how we felt that it would best share our stories of being in the class. Moreover, students could collaborate to read their ideas that different students posted in the classroom. On the blog sites, each tab could contain pictures, videos, and or both colorful font that attracted the eyes to engage the audience and teach them about technology implementation in the classroom. Every other week throughout the semester, students would have to update their blogs about technology in the classroom, the terms associated with technological devices, or inform its readers about their activities achieved in the course. Students working on Weebly blogs at least twice a month connect to ISTE-Students standard 6: Creative Communicator because students had the opportunity to express their ideas and thoughts about technology accessed throughout the course. We had the opportunity to share our knowledge with our peers, educator, and others who wished to access the site if they wanted to for audiences to see student’s products. Students built their posts according to the framework that was provided to them by Dr. Ikpeze. Furthermore, I can implement blogs in my future classroom by having students create blogs to be used during English. If students are in the third grade, I could have them write blog entries about the books that they are reading independently, along with class books. I could provide students a suggested format if they have difficulties creating their own. Then, I will have students respond to their peer’s postings on the site at least once a month. Secondly, I could have students use a blog site to connect to different cultures around the world for a social studies project. Students could produce a site introducing themselves and have tabs that address their own family cultures, and connect to cultures that are different from their own. Students will be able to connect to varying peoples that are in their society and have exposure to different traditions, values, and beliefs where they may be unfamiliar. Blogs are a great addition in the classroom and can provide uses in a variety of ways to engage student learning! Digital Equity For our last reading of the semester, Dr. Ikpeze wanted students to reread about digital equity in education. Digital equity is the allowance of all individuals in every community access to appropriately use technology for full participation in society. The article discusses the lack of opportunities that students have between city and suburban school districts and teacher's attitudes to technology usage among students. The authors suggest a shift in thinking in applying educational technology in educators planning for student's digital use. Students need to have an interest in the topics and tools that they employ in their learning. If they are not engaged, then they are not motivated and active to participate in the classroom environment. Additionally, not only should educators have knowledge of technology use in the classroom, but parents should also be acquainted and learn how to operate to engage the entire family in educational learning with digital tools. This understanding of digital equity in the classroom connects with ISTE-Teachers standard 4: Promote and Model Digital Citizenship and Responsibility because students will understand the rights and the responsibilities on how to provide digital access in the classroom to diverse students. Future educators in the course will understand the concept of digital equity and how to provide, as well as advocate for resources to provide for students in their residing schools. Teachers will know how to implement engaging and interactive sites for their students for educational learning to take place in the classroom. I can implement this topic in my future classroom by having students use digital tools in the classroom when the opportunity permits.
Additionally, I could adapt parent communication in the classroom to maintain contact with children’s guardians and share information with them regarding the class’s achievements. Using social media accounts or software that can be downloaded straight to the phone or computer to a child’s home. As well as share information about technology uses and strategies used within the home. Digital equity is necessary to navigate in the classroom full of diverse students from different backgrounds. Students need to have equal access to technology devices that educators can aid them in operating digital technologies in their future undertakings in society.
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These past few weeks in EDUC 204, students had the diverse tasks of organizing and creating technology for students in the classroom. As a class, we were expected to individually or partner up and design our lessons that students in a chosen grade level will be able to create instruction for future students in their school. The WebQuest allowed students to engage in creating a lesson and readings that assessed the many ways that accommodations can be made in the curriculum for students with disabilities. Moreover, digital field trips presented students with a virtual reality that shows developing teachers the strategies that we must provide to our diverse students. Lastly, Dr. Ikpeze challenges students to think of the varying commercially based technology use that can benefit students in the classroom. Technology plays a major role in our lives creating amazing opportunities for schools and teachers to make teaching and learning more effective. ![]() WebQuests for students WebQuests are “an inquiry-oriented activity in which learners interact with resources on the Internet” (Skylar, Higgins, & Boone, 2017). WebQuests encourage students to interdependence in the classroom by providing specific tasks to each set of designated activities in the assignment. They can be used to teach content to all students from varying needs in the classroom. Students can browse through the criteria located on the resource guide to review and produce authentic experiences. Each WebQuest has six key components: an introduction, the task describing the activity’s end, a process clearly defining steps to complete the activity, provided resources for completing the expected tasks, an evaluation to measure the results of the activity, and lastly, a conclusion to sum and reflect on students performance. WebQuests support student collaboration within the classroom through the use of technology. After reading about WebQuests, students were expected to revise and recreate a new WebQuest for their designated grade level on a Word Doc. The revision and recreating of a new WebQuest gave opportunities for students to recreate learning experiences to foster ideas in later teaching years. The knowledge and understanding of WebQuests connect to ISTE-Student Standards 3c for students curating information from digital resources using a variety of tools and methods because students in class when revising their WebQuests were to gather information and background for their developed tasks in the activity. Students were expected to create accommodations that could be used for students in the classroom by underlining, incorporating visual aids, and fundamental notes that students with varying needs. I can implement WebQuests in my future classroom by using WebQuests to differentiate learning for students with varying needs. Such as if I had a history lesson there could be different learning levels for students. Students more advanced in the material can get another activity while those struggling can receive materials to help them achieve the basics. Not every student is the same, nor learns the same. Thus, creating different tiers or levels of student learning through WebQuests will attain the understanding of lesson materials at the student’s pace. Another way I will incorporate WebQuests in my classroom by allowing students to research and answer questions for a lesson activity, such as science. Students can go through the process on the website and answer the varying questions for an activity. Students could choose one theme that they will want to research and answer the following tasks about the activity to foster critical thinking skills and collaboration. I can plan out an activity using all Internet sources, or I can accommodate students’ needs into the WebQuest, whichever its form it’s a great template to use in the classroom to guide student’s learning. Digital Field Trips ![]() Another lesson plan that we learned and discussed in EDUC 204 was digital field trips. Digital field trips are a great learning experience for students in the classroom. The presentations allow students from anywhere in the world to explore a site, country, or building anyplace in the world to engage children in the fabulous power of technology. A digital field trip brings the experience to life through the varying sounds, pictures, and infographics students can explore in the layout. It incorporates technology in the classroom for students to visually deepen student’s understanding of what they are learning in their current content. In EDUC 204, students created their digital field trips integrating anyplace in the world where they would teach their grade level students. Digital field trips connect to ISTE-Teachers Standard 3a. since educators (us) develop learning experiences authentic for student's use. By incorporating digital field trips, they are demonstrating the knowledge of new technologies and how to use them. For example, a teacher's use of infographics in field trips explores the valuable artifacts associated with the chosen location for students to investigate. Students can investigate and locate essential information that is related to the explored site. Teachers are modeling their knowledge in using field trips in the classroom to guide student's pedagogy. Moreover, students in the class became creative designers to select and use tools to plan their process (4b.). Students were to create a digital presentation that lessened the burden of costs to actually attend field trips. They carefully planned lessons that students would developmentally understand at their age. Incorporating digital field trips will be accessible in an elementary classroom because it is a fun interactive learning experience that students can engage in. I could use a digital field trip to teach students about plants and their uses in our society. I can have students interact in a group lesson and ask them to guide questions about the curriculum. Moreover, I can incorporate a digital field trip as a small group or individual assignment for students to create their own. Students can choose a topic, such as our class performed and present their trips to the class for a social studies project. Students will use different tools to include in their digital field trips, such as infographics, videos, and pictures that all relay their information on their topic. Rethinking Technology in the Classroom Technology in the classroom is vital for all learners. Whether students are typically developing or have disabilities in the classroom, digital tools can supplement paper-and-pencil tasks that inspire student creativity and learning. This past week in EDUC 204, students learned the variety of digital products that are truly useful in their environment. Commercially off the shelf products, such as iPads, iPods, and pen readers, are substantially useful for students with learning (or physical) disabilities. Schools often are telling students that these devices are not allowed in the classroom, but tools such as these digital devices can provide a means for students to listen, write, and read in their learning environments. Students once engaged and knowledgeable of their rights to use commercial products, will not abuse their privileges as many may think. Assistive technology is a wide range of technologies and can encompass any kind of device that is on the shelf. Moreover, commercial products are often more mass produced and cost-effective than technologies that are intended, specialized equipment. Any technology product in the classroom is useful and guides student’s learning if it is appropriately fitted to their needs. The use of commercial products connects to ISTE-Student Standards 2b. because students will be engaging in positive, safe, legal and ethical behavior when using technology devices. Students with physical ailments can use iPads in the classroom and Word Processor to assist in their daily writing. Moreover, students can use programs and resources to supplement learning activities through games on the iPads. I can implement commercial products in my classroom if my school permits iPads to assist students in the classroom. Students will engage in online resources that can track their learning levels in the curriculum, such as Fast Math. Fast Math is an excellent tool in the classroom for students who are at different speeds in math. They can use the program on their iPads and complete the tasks that are met at their mathematical capabilities. Furthermore, I could use a commercial product reading pen to assist students who struggle in the classroom with reading and taking notes. Students with IEP forms will benefit from this inexpensive tool in the classroom, by the device assisting students with reading comprehension. The digital tool even monitors the progress of student’s reading capability like their reading speed and amount of time spent reading books on the software. Students are accessed with a wide range of books to choose from and, it is easy to transport for daily use. Commercial products give students the advantage that their peers have and eliminate the shame that comes along with specialized equipment. It’s a great addition in the classroom, and students in their environment will be encouraged to use the new digital tools in their environment! This past week in Education 204, students had the opportunity to read different methods of supporting a paperless classroom. New technology is constantly entering into the classroom to improve student learning experiences. In the article, future educators were introduced to varying strategies to collect, grade, and store assignments for students. As educators, we must seek and experiment with different tools that guide student learning in accessing knowledge on content in the easiest, proficient way. With technology, collecting student’s assignments can be done in a more convenient approach by using apps such as Edmodo or Google Classroom. Grading assignments and giving the student feedback on assignments can be accessed through Zipgrade or Google Forms that can grade multiple-choice or short answer questions. And, storing assignments to later reuse in the classroom or review can be used through the platforms of Google Keep and Evernote. Whereas physical copy assignments could be lost or forgotten over time, a paperless classroom eliminates these barriers and provide for an easy, accessible program to access student's work. The reading on offering varying strategies for student assignments is a connection to ISTE Standards 3 as a knowledge constructor for students. Students can use online tools, resources, and apps for digital age learning. They can construct their knowledge by turning in assignments where they can demonstrate their knowledge of concepts. One way that I can implement this topic in my classroom is for using a paperless classroom is to assign an assignment posted on Google Classroom. In my elementary classroom, students can check their Google Classroom folders for the given assignment composed of either multiple-choice questions and/or short answer. Google Classroom is an easy strategy to post assignments for the class that students can easily access of all ages. Additionally, I could implement using Zipgrade in the classroom to grading student assignments by a given due date. I can make sure that they turn in their assignments on time and give easy feedback to students through the app as well. Zipgrade is a great classroom tool for both students and teachers to grade various types of assignments.
Additionally, last week we discussed Augmentative and Alternative Communication (AAC) which are strategies and tools that supplement or replace the natural forms of communication for individuals. AAC is a part of our everyday lives even though it is not as recognizable to us as its users. Gazing at a picture, gesturing, and pointing are all a part of various methods that people with speech difficulties use. Furthermore, there are high-tech tools that individuals can use as forms of communication such as a voice output device. This device allows users to create sentences and produce sounds to communicate with others. Moreover, educators and peers must develop an understanding of students' weaknesses in using AAC. For instance, a teacher can develop a lesson where peers are not allowed to verbally communicate with one another, and the class can discuss the limitations and difficulties in not being able to talk. Students learning AAC practices in the classroom connects to ISTE-Educator Standards 4: promote and model digital citizenship and responsibility. Learning AAC connects to educator standards four for ISTE standards because students in the class are demonstrated the benefits, limitations, and uses in the classroom for using augmentative and alternative communications. Future educators are provided the resources and tools that can assist students with limited verbal communication in the classroom to reach the diverse needs of all students. I can implement AAC strategies in my classroom by having students that have trouble communicating use communication boards to point or gaze at the words and symbols on the template. Especially during group activities where a student can refer to their communication board to share their ideas and input on the topic. Also, I could use AAC in the classroom by using word prediction software. This software predicts the next word the individual intends to type. Students through this AAC device prompts children to use correct spelling, grammar, and word choices in their writing.
Lastly, this past week in Education 204 we have been presenting apps that educators can use in the classroom to engage students. Students were prompted to design and create presentations that illustrated their acquired knowledge from their chosen app. Students presenting their apps encouraged peer engagement and resourceful tools that interest students in their learning. The apps demonstrated differentiated instruction and data collecting for all students that educators can use in their future classrooms. Dr. Ikpeze wanted students to provide an overview of the easiness and usefulness of the app that demonstrated a lesson or a quick activity that engaged students, if possible. For example, my partner and I chose to present Educreations. Educreations is a unique interactive whiteboard and screencasting tool where educators and students can annotate, animate, record, and narrate nearly any content. This lesson for the class demonstrated the many tools and resources that students can use to benefit learning outcomes. The lesson connects to ISTE Standards 3 as a knowledge constructor for students. Standards 3 connects to what we are learning because students can construct and develop their knowledge of curriculum content. Additionally, the lesson connects to ISTE Standards 6: Creative communicator for students. Students have to verbally communicate their presentations and ideas to the entire class that aligns with the guidelines. One way that I can implement Educreations into the elementary classroom is to teach an English Language Arts class for students to record themselves repeating and listing vocabulary words from the unit. Thus, I can access the student’s understanding and knowledge in the content. Another way that I can implement Educreations into my classroom is by having students create their own stories for a social studies project regarding history. Thereafter, students will share their creations with the class in a large group.
![]() Technology is an innovative use that can be performed not only for daily interactions, but also inside the classroom providing the most intricate of supports to students. In Education 204, students learn a variety of methods and strategies to implement in their future classrooms to meet every student’s needs. This past week, we learned the importance of internet safety and how our knowledge must be shared with our students in the classroom. While technology has many benefits, it also comes with consequences that students must be aware of while interacting on the internet. In class, we learned the three major ethical and three sub issues by watching a short, ten-minute video on the dangers of technology. Thereafter, the class reviewed their knowledge that they acquired from the video in small groups. This idea is a great way to engage and capture the interest of students through the use of applications in the classroom, such as YouTube. Additionally, it accommodates for visual and audible means of learning. The video explained the importance of privacy, property, and appropriate use of technology that should be implemented in the environment at the beginning of the year so students can practice safe internet usage throughout the school year, such as Dr. Ikpeze demonstrated in our class for students. The video demonstration of the ethical concerns for students to understand is a great connection to the ITSE standards for students becoming digital citizens. Students are acquiring the knowledge for not only internet safety, but also the do’s and do not’s that guide their interactions. Lastly, I will use YouTube and other such video apps in my classroom to engage and illustrate ideas for an array of topics. For instance, using it for a step-by-step problem demonstrated in a YouTube or TeacherTube video. In addition, I can also present a video in class to spark interest on a particular topic or subject. Thus, videos can substantially increase engagement for students more than textbook, pictures, or lectures used in the classroom. Also, I will be able to create my own YouTube channel where I can create lessons for students to watch in large or small groups, independently, or as an entire class. ![]() Furthermore, in class this past week, Dr. Ikpeze illustrated to small groups how to use a Smartboard in the classroom. Moreover, she allowed groups to practice on the Smartboard independently. This activity allowed students to become knowledgeable on the many resources that are provided through the useful device. Through the use of experimenting on the Board we were able to merge instruments, sounds, and pictures onto the screen to display for the entire class. Prior to class, I did not know the various sounds, pictures, and videos that could be incorporated onto the screen. Despite this, after spending a brief 10-15 minutes at the station, I learned that educators can provide a variety of skills and can accommodate different learning styles through the use of the Smartboard. The Smartboard activity illustrates teachers design and developing digital age learning experiences and assessments for students. The device allows for educators to create interactive and collaborative learning environments through demonstrating how students create their own learning experiences. Furthermore, I will use the Smartboard in my future classroom if it permits for my students because it allows differentiated learning that can be used for a variety of students to engage in the content. For example, I can engage students in an interactive activity with the Smartboard for math. In which, as a class we use the virtual tools and resources accessible through the board and put graphs on display that attract student’s attention. Additionally, students will be able to share their work and answers on the board with the class to increase their engagement with the lesson. Moreover, the Smartboard has access to run different programs and is easy to navigate and interact for both teachers and students. ![]() Lastly, at the end of most class days we engage as a group to use Plickers that access our understanding of the content. Plickers is an interactive technology tool that uses “paper clickers” and every student is given a card which has their own number on a black and white card. They can be used whenever during class time and are enjoyable for many students since the only person who actually can see their progress is the teacher. Dr. Ikpeze uses this quick tool about once a week to ensure that students are up to current standards. While this activity can be used for a variety of grade levels, the tool also allows for a differentiated instruction that allows students to participate in a fun way. Plickers aligns in ISTE standards for empowered learners because the device allows students to answer questions that are created by the teacher on a particular topic. Additionally, teachers can provide feedback to their students about their understanding on the content. As a future educator, Plickers is a great tool and a feature that I will use in my elementary classroom. Plickers can be used to access students understanding in math, social studies, science, or even writing. I could use Plickers to match vocabulary words with its meaning, so I can see students’ progress in grammar. Whether it is for reading comprehension or math vocabulary, Plickers is a great innovative tool that can be used in the classroom! |
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December 2019
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